Department of Medical Sciences, Uppsala University, Akademiska sjukhuset, SE-751 85 Uppsala, Sweden.
Nurse Educ Today. 2010 Oct;30(7):631-7. doi: 10.1016/j.nedt.2009.12.013. Epub 2010 Jan 12.
The present study aimed at investigating staff members' and nursing students' perception of and satisfaction with an intervention involving patient-centred training in student-dedicated treatment rooms during clinical supervision.
It is well known that clinical education is important and that the clinical learning environment influences the development of nursing students' ability to solve clinical problems. In the present study, an intervention using a problem-based learning (PBL) strategy was introduced and evaluated in clinical education. The PBL strategy is called 'Patient-centred training in student-dedicated treatment rooms'.
Descriptive; both quantitative and qualitative methods were used. A questionnaire and focus group interviews were used.
Most participants found the PBL strategy to be highly satisfactory, both for staff and for students. The students seemed to feel that their time in clinical education had been used efficiently.
Integration of theory and practice during clinical training has been emphasized as a necessary component, and the new strategy, which involves a method of promoting students' reflection, represents one way of facilitating such integration, in that it may bridge the gap between theory and practice. More extensive and more specific research is need in the future.
本研究旨在调查工作人员和护理学生对一项干预措施的看法和满意度，该措施涉及在临床监督期间为学生专用治疗室提供以患者为中心的培训。
众所周知，临床教育很重要，临床学习环境会影响护理学生解决临床问题能力的发展。在本研究中，使用了一种基于问题的学习（PBL）策略，并在临床教育中进行了评估。该 PBL 策略称为“学生专用治疗室中的以患者为中心的培训”。
描述性；使用了定量和定性方法。使用了问卷和焦点小组访谈。
大多数参与者认为 PBL 策略对工作人员和学生都非常满意。学生们似乎觉得他们在临床教育中的时间得到了有效利用。
在临床培训中强调理论与实践的整合是必要的组成部分，而新策略涉及促进学生反思的方法，代表了促进这种整合的一种方式，因为它可能缩小理论与实践之间的差距。未来需要进行更广泛和更具体的研究。
